The current evolution of the technological field and the benefit of the introduction of ICT within schools, suggest the possibilities of using computer slides in teaching practices. The Digital Dashboard is one of the technological tools, based on a technico pedagogical engineering which includes defined stages but at the same time adapted according to the chosen design and the desired production area. the DD is a tool that allows planning, managing and evaluating the projects of a practitioner or a learner not only to judge his work but also to allow reflection on the difficulties that hinder their practices and the challenges that there are to raise. Our experiment will take place in the provincial delegation of teaching of Taza, in 4 different disciplines in order to judge the reliability, the feasibility and the contribution of DD in the professionalization of the educational practices. It is true that this device will guarantee better teaching, will develop several skills at the same time and will open up fields of interaction and exchange, but its implementation remains difficult and even if its creation has advantages, this does not exclude presence of many constraints and limitations. Mazouak Abderrazzak | Malika Tridane | Said Belaaouad "Digital Assessment of Learning: Case of the Digital Dashboard (DD)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49252.pdf Paper URL: https://www.ijtsrd.com/computer-science/cognitive-science/49252/digital-assessment-of-learning-case-of-the-digital-dashboard-dd/mazouak-abderrazzak

1. International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 6 Issue 2, January-February 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD49252 | Volume – 6 | Issue – 2 | Jan-Feb 2022 Page 469
Digital Assessment of Learning:
Case of the Digital Dashboard (DD)
Mazouak Abderrazzak1,2
, Malika Tridane1
, Said Belaaouad1
1
Laboratory of Physical Chemistry of Materials, Ben M’sik Faculty of Sciences,
Hassan II University, Casablanca, Morocco
2
Regional Center for Education and Training Taza, Morocco
ABSTRACT
The current evolution of the technological field and the benefit of the
introduction of ICT within schools, suggest the possibilities of using
computer slides in teaching practices. The Digital Dashboard is one
of the technological tools, based on a technico-pedagogical
engineering which includes defined stages but at the same time
adapted according to the chosen design and the desired production
area. the DD is a tool that allows planning, managing and evaluating
the projects of a practitioner or a learner not only to judge his work
but also to allow reflection on the difficulties that hinder their
practices and the challenges that there are to raise.
Our experiment will take place in the provincial delegation of
teaching of Taza, in 4 different disciplines in order to judge the
reliability, the feasibility and the contribution of DD in the
professionalization of the educational practices.
It is true that this device will guarantee better teaching, will develop
several skills at the same time and will open up fields of interaction
and exchange, but its implementation remains difficult and even if its
creation has advantages, this does not exclude presence of many
constraints and limitations.
KEYWORDS: Digital dashboard, teaching practices,
instrumentalization, scripting, professionalism
How to cite this paper: Mazouak
Abderrazzak | Malika Tridane | Said
Belaaouad "Digital Assessment of
Learning: Case of the Digital Dashboard
(DD)" Published in
International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN:
2456-6470,
Volume-6 | Issue-2,
February 2022, pp.469-472, URL:
www.ijtsrd.com/papers/ijtsrd49252.pdf
Copyright © 2022 by author (s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an
Open Access article
distributed under the
terms of the Creative Commons
Attribution License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)
INTRODUCTION
For a good ten years, technological reforms have
revolutionized the world economy through the
accessibility, simplicity, speed and efficiency of
innovative tools and contributes to globalization and
the promotion of several public and private sectors.
The educational field in turn has been integrated into
this technological reform byadopting new information
and communication technologies as media for the
transmission of knowledge on the one hand or tools
for learning and presenting projects on the other hand.
on the other hand, without omitting the field of
evaluation where the imprint of these renovations is
very striking.
The dashboard then appeared as an intruder in this
educational field, but its professionalizing mission and
its effect of optimizing student performance occupied
a large place in the daily practices of teachers.
Although the use of DD has a direct impact on
improving the didactic-pedagogical practices of
teachers and facilitates the monitoring and regulation
of student learning hot and cold and as their use in
education to open the field of sharing and
communication in order to break definitively with old
practices [1]. Its use by teachers in the Moroccan
education system is almost absent and this is due to
several reasons, personal, professional and contextual.
This study will aim to identify the difference in the
use of DDs between teaching disciplines in
educational practices (planning, management,
evaluation) to justify the results based on the study of
the nature of the equipment available and used, as well
the technical level of the speakers and the nature of
the training received in order to identify the major
problems likely to allow us to envisage a vision of
IJTSRD49252

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@ IJTSRD | Unique Paper ID – IJTSRD49252 | Volume – 6 | Issue – 2 | Jan-Feb 2022 Page 470
promotion of the use of these technologies in
education...
THEORETICAL FRAME
The use of DD in the non-teach sector was no
longer a coincidence; but the permanent evolution
of the technological field and the development of
the services of the educational establishments have
transformed the latter into companies also based on
the principle of efficiency and excellence.
If the digital dashboard is defined in economics as:
''a tool that ensures the smooth running of services
and immediate correction of deviations'' [2]. it is
defined in the school field as being “the set of
indicators classified and organized by a person or a
team to make the right decision and monitor and
regulate the activity of a given sector” [3].
In addition, the classification of dashboards has
been the subject of several studies, particularly in
economics, some distinguish between reverential
DD and computerized DD [4]., While others model
DD as a preventive measure; strategic or also
balanced [5].
In this case, the multiplicity of roles and tasks
within an establishment favors the existence of not
only a single board but several (director, censor,
supervisors and teachers and bursar) and we even
dare to speak of TBN students. Thus the objective
of the DD is identical for all users by aiming to
improve the teaching-learning process and optimal
development of student performance.
METHODOLOGY
A. Dashboard engineering:
The engineering is based on a comparative study of
the models in order to detect a synthesis of an
exhaustive example
The instrumentalization of DD but in light of 4
major steps [6].: (Figure 1)
Diagnosis of the establishment and logistics of
work and the specificity of the students.
The design and implementation of the design of
the DD
The implementation of the DD and evaluation
of the indicators
The regulation of design, process and content
Our system is characterized by completeness and
variety, it offers the possibility of evaluating on the
spot by referring to the captioned colors of the
columns and indicators evaluated or moving
needles (red means an emergency of regulation,
green reflects a situation of excellence (Figure 2)
Each criterion in turn is represented by modifiable
and adjustable indicators according to the needs of
teachers. (Figure 3)
Fig. 1: model of a Digital Dashboard
Fig. 2: evaluation model with Digital Dashboard
Fig. 3: model of learning development criteria.
B. The scripting of the DD:
The use of the DD is possible for all teachers of all
subjects and also other stakeholders in the field of
education who want to develop their management and
management of learning or establishments, with a
wide margin of choice of language, colors and tools.
The sample of our experiment was built in a
probabilistic way. It is composed of 20 teachers
including 6 language teachers, 7 math teachers and 4
SVT teachers and 3 PE teachers.

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The request for information is made following 4
surveys, two before the use of the DD and two others
just after. Thus we left the choice of indicators and
criteria free according to the needs of each teacher.
C. Results and discussion:
Results of survey 1: before using DD :
TABLE 1 Knowledge and use of DD
Questions
Percentage
Yes No
Without
opinion
Knowledge of DD 10% 90% 0%
Use of DD 0% 100% 0%
DD makes planning easy 10% 0% 90%
DD makes management
easier
10% 0% 90%
DD facilitates assessment 10% 0% 90%
DD develops teacher skills 25% 0% 75%
DD develops student skills 10% 0% 90%
We note that the majority of teachers are unaware
(90%) (TABLE. 1) of DD, but also the 10% who have
ideas about this device do not use it, so this 10% is
well aware of the contribution of DDto the practices
taught and consequently on the skills of the students.
Results of survey 2: before using DD:
TABLE 2 PROBLEMS THAT LIMIT THE
USE OF TBN
Percen
tage
Problems
Mate
rials
Discipl
ines
Soc
ial
Motivat
ional
IT
ski
lls
Oth
ers
10% 5% 0% 0%
85
%
0%
Reading the results in Table 2 clearly shows that the
major problem behind the non-use of DDs by teachers
is the level of technological skills (85%) and since the
motivational problems are nil, this means that a
simplified solution of the DD puts the availability of
teachers with a small guide likely to professionalize
their educational practices.
Reading the results in Table 2 clearly shows that the
major problem behind the non-use of DDs by teachers
is the level of technological skills (85%) and since the
motivational problems are nil, this means that a
simplified solution of the DD puts the availability of
teachers with a small guide likely to professionalize
their educational practices.
Fig. 4: Percentage of problems limiting the use
of DD
Results of survey 3: After using DD:
TABLE 3 Contribution of the TBN to teaching
practices.
The results mentioned in Table 3 can only testify to
the remarkable contribution of DD to teaching
practices, whether in content creation, in managing
class parameters or also in regulating, adapting and
correcting learner learning.
Results of survey 4: After using DD:
TABLE 4 SATISFACTIONS WITH TBN
Quality
Degree of satisfaction
Yes No
Without
opinion
Accessibility 95% 5% 0%
Adaptability 100% 0% 0%
Completeness 80% 20% 0%
Personalization 100% 0% 0%
Self evaluation 100% 0% 0%
Accompaniement 100% 0% 0%
Table 4 reflects a reality of appreciation of this device
and the strong estimate of its impact on the
development of skills. self-assessment and
educational support In addition, all the practitioners
appreciated the customization option (100%)
proposed.
Skill
Percentage
Yes No
Without
opinion
Learning planning 100% 0% 0%
Learning management 100% 0% 0%
Assessment of learning 100% 0% 0%

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@ IJTSRD | Unique Paper ID – IJTSRD49252 | Volume – 6 | Issue – 2 | Jan-Feb 2022 Page 472
CONCLUSION
Today we can no longer deny the obvious
contribution of ICTE to teaching practices in all
disciplines without exception.
Planning, managing and evaluating learning with
these tools has become not a request from teachers
more than it is a request from students, in fact a need
of the students of this century.
The DD confirms this reality since it has modified
erroneous representations on technologization.
Moreover, its use has made it possible to decide with
demotivating routines towards a scientifically
demonstrated reorganization of daily teaching
practices.
Finally, in-depth training in the use of ICT in the
educational field is much desired given the growing
gap between the devices and applications that are
entering the education sector with force and the
limited technological skills of practitioners.
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